# Substitute Teacher-Colin Source: https://www.youtube.com/watch?v=N1evPW7vhV4 Recap page: https://rapidrecap.app/video/N1evPW7vhV4 Generated: 2026-01-29T11:33:30.273+00:00 --- ## Quick Overview Substitute teacher Colin Guthrie details the severe challenges within the Los Angeles Unified School District, citing issues like high rates of father absence, lack of parental accountability, systemic support failures for teachers, and a concerning national illiteracy rate rise from 8% in the 1950s to 21% in 2024, while also noting that many students are underserviced by the current college-centric educational pipeline. **Key Points:** - Colin observed that in some South LA schools, staff reported that "80% of the kids at this school don't have fathers in the picture." - He noted a significant national trend where the functional illiteracy rate rose from 8% in the 1950s to 21% in 2024, suggesting a failure in basic education. - Colin experienced firsthand the lack of administrative support, stating that credentialed teachers frequently express frustration because the school or parents "will not take any accountability for the student." - The current educational structure heavily emphasizes a college pipeline, leading to a disservice for students who lack the aptitude for college, exemplified by schools replacing room numbers with university names like Harvard and UCLA. - He advocates for incorporating vocational training, recalling a fulfilling experience subbing a union-sponsored wood shop class, noting the absence of trades, shop, or home economics classes in some districts. - Colin believes a crucial gap exists for positive male role models, especially for boys in environments like South LA where many lack fathers, which contributes to students gravitating towards negative influences. - He recounts an initial chaotic experience in South LA where students used racial slurs, but he maintained his commitment after connecting with the ringleader by discussing his future goals, realizing students need discipline built through small assignments. **Context:** Colin Guthrie, a 33-year-old substitute teacher in Los Angeles, shares his extensive experience working in diverse districts ranging from the San Gabriel Valley to South LA, including Watts and schools near Skid Row. He transitioned to substituting after leaving a restaurant job, motivated partly by his own difficult childhood as a neurodivergent individual who fought bullying, leading him to value the education system's potential but also recognize its deep flaws concerning student background, teacher support, and curriculum focus. ## Detailed Analysis Colin Guthrie provides a critical look at the LA education system, emphasizing that while technology like Prometheian boards and Chromebooks is abundant, fundamental issues persist, linking poor student outcomes to the dissolution of the American family structure, which he frequently observes through student behavior indicative of lacking stable home lives. He contrasts resource-rich schools with those in South LA where teacher turnover is extremely high, citing one instance where 80% of teachers expressed intent not to return the following year due to overwhelming behavioral challenges and lack of support. A major critique is the system's overwhelming focus on college readiness; Colin argues that many students lack the aptitude for college and would benefit far more from robust vocational and trade education, similar to the shop classes prevalent in previous generations. Furthermore, he discusses the challenge of being a positive male role model in predominantly female-staffed schools, particularly in areas lacking father figures, and recounts severe classroom incidents, including students watching assassination videos on hacked projectors and instances of physical aggression towards staff, noting that teachers are underpaid and unsupported by administration when dealing with behavioral issues and lack of parental accountability. Despite these hardships, Colin maintains hope in the current generation, believing they will eventually learn accountability when they face the real world, especially now that California banned cell phones in classrooms, which he views as a positive step toward mitigating distractions. ### Substitute Teacher Experience - Works across diverse LA districts from San Gabriel Valley to South LA and Watts - Experienced initial chaos in South LA classrooms but found success by engaging the ringleader in conversation about future goals - Long-term assignments, like a wood shop class, are preferred for building necessary rapport. ### Systemic Failures and Statistics - Functional illiteracy reached 21% in 2024, up from 8% in the 1950s - Teachers feel unsupported by administration and parents who refuse to take accountability for student misbehavior - Teachers are severely underpaid for the level of stress and social issues they manage. ### Curriculum and College Focus - Heavy emphasis on college pipelines, sometimes replacing room numbers with university names like Harvard - Colin argues not all students are suited for college and advocates for restoring trades classes like wood shop, car shop, and home economics. ### Social Dynamics and Role Models - Notes a significant gap for positive male role models, crucial for boys in homes lacking fathers, especially in South LA - Observes that many students struggle with mental/emotional pain, leading to frustration, similar to his own neurodivergent past. ### Classroom Incidents and Support - Witnessed severe behavioral issues, including students throwing an orange that exploded on him, leading the full-time teacher to quit two weeks into the school year - Describes special education challenges, including non-verbal students and disruptive episodes where aides were physically disrespected, prompting him to intervene. ### Hope and Future Outlook - Believes students will learn accountability when they hit adulthood, noting their current status as minors acts as a 'get out of jail free card' - Sees improvement since the COVID-19 pandemic disruptions, particularly following the ban on cell phones in classrooms.